Foreign Language Proficiency Research Articles

In the context of globalization and increased international cooperation in various fields of activity, foreign language proficiency is an integral part of the professional training of future specialists. The development of communication skills is of particular importance as it plays a key role in the formation of students' research competencies. The communicative component of teaching a foreign language contributes to the improvement of language skills as well as the development of critical thinking, the ability to analyze, synthesize information and effectively interact in an intercultural environment. The relevance of the problem relates to the increased demands on the professional and personal qualities of university graduates. Modern educational standards require specialists to have not only in-depth knowledge in their professional field, but also the ability to conduct scientific research, publish results, and participate in research at the international level. In this context, learning a foreign language becomes an important tool for students to integrate into the global scientific community successfully. The aim of the study is to determine the communicative component of students' research competencies in the process of learning a foreign language. The research methods include the analysis and synthesis of scientific literature on the topic, survey and qualitative methods for evaluating the results. The results of the study showed the presence of four types of communicators and the prerequisites for conducting research activities (R&D) for each of them. Activity, stability, and benevolence along with passivity determine not only the development of students' research competencies, but also the effectiveness of their scientific research. The scientific novelty of the research lies in the comprehensive study of the influence that a certain set of characteristics of students have on the development of their research competencies in the process of learning a foreign language. The practical significance of the work lies in the possibility of using the selected types of communicators as reference for the integration of professional language training and the development of students' research competencies.

Research has shown that language ability can vary enormously depending on variables such as musical ability, musical training, and second and/or foreign language experience. In this study, we simulated initial foreign language learning conditions in which learners must recognize and match unfamiliar language input. We recruited 500 participants with different levels of foreign language experience, different levels of musical training and different socio-economic backgrounds. Their auditory phonological pattern recognition ability, short-term memory (STM) capacity, musical ability, musical self-estimation, educational status, and socio-economic status (SES) were assessed. Both overall and group-specific analyses were conducted to investigate the impact of these variables. For the group-specific analysis, participants were assigned to four groups based on the presence or absence of musical training and extensive foreign language experience. For the overall analysis, regression models were applied to the entire sample to examine the combined effects of all variables. Group-specific analyses revealed that both musical training and extensive foreign language experience contributed to individual differences in the ability to recognize phonological patterns in unintelligible auditory stimuli. A key finding was that musical training appeared to have a stronger influence on auditory phonological pattern recognition than extensive foreign language experience, particularly in the early stages of language learning. This suggests that musical training may exert a greater impact on initial phonetic acquisition processes than extensive foreign language proficiency, especially when the language stimuli are relatively poor in linguistic content. The overall analysis revealed that musical variables, short-term memory capacity, socioeconomic status, and educational status all contributed to individual differences in auditory phonological pattern recognition. Notably, the most significant finding of the overall analysis was the association between SES and auditory phonological pattern recognition in unfamiliar speech—a result that challenges the notion of aptitude measures as stable and environment-independent and highlights the potential influence of environmental factors on this capacity.

Ideological and political education in courses is an important task of higher education in the new era. As a crucial part of higher education, foreign language teaching needs to actively explore effective integration with ideological and political education in courses. The AVIVA teaching model, a student-centered teaching model, provides new ideas for foreign language teaching. Based on an analysis of the current situation of foreign language courses in application-oriented universities, this article discusses the application strategies of the AVIVA teaching model from the perspective of ideological and political education in courses. Through specific teaching practice cases, it demonstrates the effectiveness of this model in improving students’ foreign language proficiency and ideological and political literacy, providing a reference for the reform of foreign language teaching in application-oriented universities.

This study investigates economic security through the lens of income among ethnic minority communities in the northern highlands of Vietnam, focusing on the Tay and Hmong groups. These groups have historically faced lower income levels, limited access to resources, and structural barriers in the labor market, making them a critical population for assessing economic security and tracking changes over time. Adopting a quantitative approach, the research employs multiple linear regression models (Model 1: overall sample; Model 2: ethnic-specific sub-samples) to examine three key dimensions—capability, efficiency, and sustainability—and identify factors shaping household income. Survey data from 280 respondents were analyzed using t-tests and ordinary least squares (OLS) regression in Stata to estimate the effects of demographic, capability, and sustainability variables on income. Results reveal that language proficiency in both national and foreign languages strongly enhances income, highlighting the role of human capital as a driver of economic security. Cultivated land area contributes positively to income for the Tay, reflecting the importance of natural resource access and productive utilization. Participation in workplace decision-making also correlates with higher income, emphasizing the economic value of participatory governance. Conversely, longer tenure in the same job is associated with lower income, revealing structural constraints and limited opportunities for skill upgrading in rural labor markets. The findings underscore that education level alone does not guarantee higher income, while living standards provide an enabling environment for better economic outcomes. Policy implications focus on developing targeted language programs, promoting inclusive decision-making, supporting continuous skill development, and tailoring agricultural and land-use policies to reduce disparities among ethnic groups. Overall, the study highlights the interplay between individual capabilities and structural factors in securing sustainable livelihoods and offers evidence-based insights for promoting equitable development among Vietnam’s national minorities.

The aim of this study is to conceptualize the content of the final round of the Herzen Olympiad for Schoolchildren in Foreign Languages (based on Spanish language material), taking into account the increased status of the Olympiad (inclusion in the List of Level I Olympiads), generational changes, and socio-cultural realities. The article compares four Level I Olympiads in Spanish – the All-Russian Olympiad “Higher Standard” (National Research University “Higher School of Economics”), the International Olympiad for Schoolchildren “Eurasian Linguistic Olympiad” (Moscow State Linguistic University), the St. Petersburg State University Olympiad for Schoolchildren, and the Herzen Olympiad for Schoolchildren in Foreign Languages (Herzen State Pedagogical University of Russia). A more detailed analysis of the latter allowed the authors to reflect on their experience as developers of Olympiad tasks. The scientific novelty of the study lies in identifying and systematizing approaches to the selection of material and the conceptual construction of the final round of a university Olympiad for schoolchildren in Spanish, taking into account the specifics of the university which was its developer. The study found that for a schoolchildren’s Olympiad in Spanish organized by a pedagogical university, it is important to identify and assess not only the level of foreign language proficiency, but also the cultural competence of the participants with regard to Spanish-speaking countries, as well as the formation of their cognitive-analytical skills, logical thinking, and broad outlook, i.e., those qualities that will help Olympiad participants become successful Spanish teachers in the future. The difficulties formulated by analysing the results of the final round of the 2025 Herzen Olympiad for Schoolchildren in Spanish, which arose during the completion of the Olympiad tasks, can be taken into account in preparing future participants.

Interactions between age to start learning English, high school, and language proficiency on EFL graduate students' anxiety.

New Ukrainian School identifies foreign language communicative competence as one of the key competencies, as proficiency in foreign languages broadens students' opportunities in a globalized world, facilitating their academic and professional growth and integration intoEuropean society. This article describes the importance of developing foreign language communicative competence in elementary school students. It explores the potential of using Lego technologies as a means of fostering communicative competence in English languagelessons in elementary school through an analysis of existing scholarly works. The necessity of employing Lego technologies for the development of foreign language competence in elementary school English lessons is demonstrated, highlighting their role in enriching vocabulary, enhancing speaking, reading, writing, and language perception skills, engaging students in learning, and motivating them to design and create sentences in a foreign language.

High-quality language teaching of prospective information technology (IT) specialists involves the use of a range of authentic materials that enable teachers to introduce students to English for specific purposes (ESP), to diversify the educational process and to make it more interesting and applied. The purpose of this article is to consider the classification of tasks using TED Talks in the English for specific purposes context of teaching IT students in higher education institutions. The “didactic function” criterion encompasses tasks aimed at developing professionally oriented language competences and tasks focused on the development of professionally oriented speech competences. The criterion for differentiating tasks based on the level of foreign language proficiency takes into account the individual characteristics of IT students, specifically at the B1 and B2 levels. In terms of the “form of performance” criterion, taskscan be adapted for individual, pair, or group work. The criterion for integrating different types of speech activity is to combine listening with speaking, writing, and reading in the task. The criterion for selecting TED Talks by topic is to select speeches with a professional focus. According to the criterion of “the way of presenting material,” TED Talks can be presented either in full or in fragments within the tasks. Regarding the format criterion, tasks based on TED Talks can be offered in online and offline formats. In terms of types of control criterion, TED Talks can be integrated into tasks for diagnostic, formative, and summative assessment. Forms of assessment for tasks based on TED Talks include hetero-assessment, peer assessment, self-assessment, and automated system assessment. Thus, tasks based on TED Talks are diverse and can be adapted to the needs of IT students and the specifics of the educational process, making TED Talks a universal and effective tool for achieving various educational goals in ESP teaching.

The Indonesian government envisions the development of a Golden Generation by 2045, focusing on building human capital with essential skills, including foreign language proficiency. This study systematically reviews the integration of microlearning and machine learning (ML) techniques to enhance French reading comprehension among A1-level learners in Indonesia. Utilizing a systematic literature review (SLR) of 30 peer-reviewed articles published between 2015 and 2024, this research identifies effective strategies, challenges, and technological frameworks that support personalized, adaptive learning environments. The review reveals that microlearning’s short, focused instructional units, combined with ML-powered personalization and real-time feedback mechanisms, significantly improve reading comprehension outcomes. Such innovations align well with Indonesia’s educational goals for 2045 by fostering autonomous, motivated, and globally competitive learners. Recommendations for implementing scalable, culturally relevant microlearning solutions augmented by ML in Indonesian contexts are discussed.

This study compares the classification accuracy of text mining algorithms for foreign language proficiency exam items. The dataset included 2,868 items from ÜDS English tests (2006–2012) across Natural and Applied Sciences (n=956), Health Sciences (n=956), and Social Sciences (n=956). Algorithms tested were k-Nearest Neighbors (kNN), Naïve Bayes (NB), Naïve Bayes-Kernel (NB-K), Random Forest (RF), and Support Vector Machines (SVM). Binary classification accuracies ranged from 83.08% (NB) to 92.48% (SVM), while multiclass accuracies ranged from 71.93% (NB) to 84.96% (kNN). Expert analysis and cross-validation identified class-inconsistent items that negatively affected accuracy. Removing these items improved binary classification by 7.39%–9.83% and multiclass classification by 10.58%–17.89%. Among algorithms, kNN was least impacted by class-inconsistent data. These findings highlight the importance of addressing inconsistencies for improving algorithmic performance, with kNN showing robust results across scenarios.

Learning a language requires the efficient use of the basic communication abilities of speaking, writing, listening, and reading. However, as skill development varies among students or settings, it is important to investigate their connections. Therefore, this study examines the relationship between receptive (reading and listening) and productive (speaking and writing) skills of Turkish EFL learners. The goal is to show how these four language skills relate to one another. Three main questions are investigated in this study: (1) Do students’ receptive skills in the quizzes correlate with their productive skills?”, (2)“Do students’ receptive skills in the portfolio tasks correlate with their productive skills?”, and (3) “Do students’ receptive skills in the mid-term exam correlate with their productive skills?”. Data were collected from 250 students through three assessment types: skill-specific quizzes, portfolio tasks, and a comprehensive mid-term exam. A descriptive research design was adopted, and correlation and regression analyses were conducted using SPSS 25. The results revealed strong and statistically significant relationships among all four language skills across different assessment formats. In particular, receptive skills were found to significantly predict productive skills, suggesting a high degree of interdependence. These findings highlight the need for integrated skill instruction and assessment in EFL contexts. The study contributes to the fields of language pedagogy and assessment by providing empirical support for interconnected skill development. Future studies may elaborate by comparing various foreign language proficiency levels, examining longitudinal data, or investigating how integrated educational interventions might affect the relationship between productive and receptive abilities.

ABSTRACT This study contributes to the emerging line of inquiry concerning psychological effects of multilingualism by systematically examining attitudes toward gender equality (AGE), an under-investigated psychological individual difference (ID). Based on data from the 2018 Chinese General Social Survey involving 12,787 participants, this exploratory study investigated the impact of multilingualism (operationalised as proficiency in foreign language(s), FL(s)) and another 11 sociobiographical factors (e.g. education) on AGE. A more refined version of hierarchical regression was adopted to generate a range of effect sizes (ΔR²) for each predictor. Among these variables, education emerged as a very important predictor, while multilingualism, resident type and Internet use emerged as important predictors. Additionally, national language (NL) proficiency and two other sociobiographical variables were identified as potentially important predictors. Notably, multilingualism was a stronger predictor of AGE than NL proficiency, underscoring the necessity of adopting a holistic perspective of language. As the first systematic attempt to investigate the link between multilingualism and AGE with a nationally representative sample, this multidisciplinary study (1) enriches multilingualism research by examining an under-investigated psychological ID, and (2) emphasises the importance of a holistic view of language by considering more than one language (e.g. both NL and FL) within any multilingual context.

The purpose of the scientific article is to study the conditions necessary for the effectiveness of various blended learning models in teaching a foreign language in higher education institutions. The blended learning method allows developing the educational process for university students by combining traditional learning and digital resources.Blended learning is a pedagogical approach that is a direction of quality education in modern educational practice. The scientific article examines pedagogical strategies and technological tools used in various blended learning models.In the course of writing the scientific article, an online survey was conducted among university teachers and students. 100 people took part in the survey. The purpose of the study is to compare existing blended learning models through a survey and qualitative analysis.The scientific article aims to identify various types of blended learning and their effectiveness in teaching foreign languages. The purpose of the research work is to study the effectiveness of blended learning approaches in teaching foreign languages, as well as their impact on students’ motivation and academic performance. The study used qualitative and quantitative methods, including theoretical analysis and a review of scientific research on blended learning. The practical value of the research work lies in studying successful blended learning methods that improve foreign language proficiency. The analysis of the article is aimed at identifying the results of combining digital tools (such as video conferencing, mobile applications, and online platforms) with traditional teaching methods to improve communication skills and deepen language skills. Scientific recommendations suggest that combining traditional and digital teaching methods at the university will help teachers optimize the learning process.

Mobile learning has had a beneficial effect on contemporary educational trends and it has changed the way students engage with learning. The goal of the study is to describe the development process of a mobile application for students in order to improve their level of a foreign language proficiency and form the digital competencies. Various research methods were employed during this study, including theoretical analysis, literature and source reviews, assessments of mobile learning practices, content analysis, as well as a non-parametric statistical method such as the Mann-Whitney U-test and the use of SPSS Statistics software version 27.0. The empirical part of our research relied on the findings from testing and implementing the mobile application “Grammapp” created by authors. A total of 58 2nd year students, future English language teachers, from Alkey Margulan Pavlodar Pedagogical University participated in this research. The data collected were analyzed based on the midterm tests during 2024-2025 academic year. Consequently, students of the intervention group have shown greater receptiveness in improving the English language proficiency up to 17.2% and demonstrated competencies in mobile learning.

Trainees in the China Field Epidemiology Training Program (CFETP) constitute a vital workforce in addressing global public health emergencies. Developing intercultural communication competence is essential for their future participation in international public health efforts. However, within China's existing public health training system, this aspect has not yet received adequate attention or been systematically strengthened. This study is the first to evaluate and investigate the intercultural communication competence of domestic CFETP trainees. There are 77 trainees that demonstrated strong cognitive (Score rates: 86.57%) and emotional (87.22%) competencies. However, behavioral (79.42%) competence, particularly language proficiency, can be improved. Further analysis indicated that international experience, duration of time spent abroad, and foreign language proficiency had a significant impact on their intercultural communication competence. This study examined the current state of intercultural communication competence among public health professionals and the factors influencing it. It highlights the key obstacles and practical challenges trainees face in intercultural communication while providing essential data to inform the development of targeted strategies for improving competence and refining training programs.

Amid the unprecedented wave of AI advancement, AI-resistant professional skills play a significant role in enhancing the effectiveness of human–AI collaboration. However, existing research tends to isolate professional skills from their broader context, overlooking the triadic construction of digital identity recognition through individual motivation, structural position, and knowledge articulation. This oversight weakens the sustainability and adaptability of skill expression, thereby hindering innovation performance in AI–HI (Artificial Intelligence–Human Intelligence) collaboration. Drawing on the entropy weight method, gradient descent algorithm, and a residual–matching decision matrix, this study conducted quantitative modeling of 418 participants in the financial co-production sector from 2022 to 2024. The findings reveal that network centrality (NC; β = 0.04**) and proactive personality (PP; β = 0.05**) significantly amplify the impact of two key AI-resistant skills—foreign language proficiency (FL) and passion/optimism (PO)—on collaboration effectiveness, through structural empowerment and intrinsic motivation. Furthermore, this study develops a digital identity recognition and classification framework that identifies three distinct groups: core innovators, marginal experts, and low performers. By extending the theoretical model of digital identity construction within AI–HI collaboration, this study also proposes a differentiated approach to talent development and resource allocation based on innovation effectiveness and identity alignment, offering new insights into the advancement of digital human capital.

In recent years, the use of Artificial Intelligence (AI) in education has had a significant impact on foreign language learning, particularly for English as a Foreign Language (EFL) students in higher education. This paper examines how AI technologies are transforming language proficiency development in Azerbaijani and Indian universities. Utilizing a mixed-methods approach, the study analyses a simulated dataset that includes surveys and interviews with undergraduate and postgraduate EFL learners and educators from selected Azerbaijani and Indian institutions. The findings indicate that AI-driven tools, such as language learning applications, intelligent tutoring systems, speech recognition software,and chatbots, positively influence learner autonomy, vocabulary development, and pronunciation skills. However, the research also highlights challenges such as issues with technology access, disparities in digital literacy, and resistance to new teaching methods. The study is grounded in Vygotsky's Sociocultural Theory and Technological Pedagogical Content Knowledge (TPACK). Results suggest that AI not only improves language skills but also facilitates personalized and adaptive learning experiences, positioning it as a valuable resource in EFL education. The paper concludes with recommendations for AI-integrated strategies aimed at language curriculum developers, educators, and policymakers to enhance proficiency outcomes. This research contributes to the growing conversation about AI in language education and emphasizes the need for ethical and context-aware implementation within India's diverse educational landscape.

This study was conducted to investigate the level of intercultural sensitivity and awareness of diversity and oppression among 331 social workers who are members of the Turkish Association of Social Workers according to some variables and to determine the relationship between these constructs. The results show that the level of intercultural sensitivity and awareness of diversity and oppression among social workers differ according to the level of foreign language proficiency, the willingness to work with clients from different cultures, and the frequency of following the mass media of different countries. In addition, a moderate, positive, and significant relationship was found between social workers' intercultural sensitivity and their awareness of diversity and oppression.

ABSTRACTThis study examined the professional identity development of English‐as‐an‐additional‐language counselor trainees (EAL CTs) and its relationship with foreign language anxiety (FLA), acculturation, and language proficiency. Findings revealed that professional identity was positively associated with mainstream acculturation, heritage acculturation, and language proficiency but negatively associated with FLA. Language proficiency mediated the relationship between mainstream acculturation and professional identity, highlighting the foundational role of language proficiency. These results emphasize the importance of fostering bicultural competence, addressing FLA, and providing language support in counselor training programs to enhance EAL CTs’ professional development.

The article addresses the issues of developing professional foreign language competence of future choreographic group leaders using projectbased learning technology. In the context of globalization and active international cooperation in the cultural sphere, proficiency in foreign languages has become an integral part of the professional activities of specialists in this field. Research conducted at the Faculty of Arts and Art Education of Voronezh State Pedagogical University (VSPU) demonstrated the high effectiveness of project-based learning in developing students' professional foreign language competence. During the study, key components of professional foreign language competence were analyzed (linguistic, sociocultural, professional, and communicative), and the specifics of applying project-based learning for training choreographic group leaders were identified. Students participated in practical projects such as organizing international events, creating English-language portfolios, and researching traditional dances from various cultures. As a result, participants’ average level of English proficiency improved, and their professional skills in event organization, business correspondence, and public speaking significantly enhanced. This article may be useful for educators developing foreign language training programs for students in artistic specialties.